Nevada Academic Content Standards: World Language

Overview of Presentation Collaborating and Reaching Consensus Building on the Past…Preparing for the Future Serving Nevada’s Students

Presenters Julie Lozada-Ocampo –Lyon County School District; High School Spanish Ryan Smith – Washoe County School District Teacher; High School AP Spanish Language and Spanish for Spanish Speakers James Yoder –Clark County School District; Coordinator, K–12 Foreign Language and Foreign Exchange

Collaborating and Reaching Consensus Building on the Past; Preparing for the Future Ryan Smith, Washoe County School District Nevada World Language Standards

Standards Revision Process Present to Standards Council & State Board Committee Edits Public Survey Committee Meeting Committee Development

Members of the Revision Committee NameAffiliationSpecialty Area Geri Barnish ClarkSpanish/ELL Barbara Bird College of Southern NevadaSecond Language Acquisition, ACTFL nation standards, Italian-college level Darline Delgado Clark County School DistrictSpanish/School Administrator Allen Gosselin Carson County School DistrictSpanish /Social Studies Julie Lozada-Ocampo Lyon County School District Spanish/K-12 Secondary/National Board Certified Teacher-World Languages, Early Adolescence through Young Adulthood Jennifer Mahon Univ. of Nevada, RenoEnglish, Foreign Languages, ESL, Communication, Diversity Suhaila Mustafa Clark County School DistrictPrincipal of a Dual Language, Elementary School Jennifer Newman-Cornell Clark County School District Spanish Instructor/Department Chairperson, Northwest Career and Technical Academy CJ O'Brien Carson County School District Teacher, Master's Degree Education-TESOL emphasis; Reading & Spanish endorsement Salvador Romo Clark County School DistrictTeacher, French Grades 9-12 Ryan Smith Washoe County School District Spanish Teacher/World Languages Department Leader/ WCSD Facilitator of World Languages/ Executive Board PLAN Anthony Troche Clark County School District Teacher, Specialties in Spanish linguistics (phonetics/phonology) and Latin- American and Spanish Culture Kolina Watt-Garcia Clark County School DistrictTeacher, Spanish Grades 6-12, Social Studies Grades 6-12 Karl Watts Eureka County School DistrictTeacher, Secondary English and Spanish James Yoder Clark County School DistrictCoordinator, K–12 Foreign Language and Foreign Exchange

World Language Standards Revision Partnership Carson County School District Churchill County School District Clark County School District College of Southern Nevada Douglas County School District Elko County School District Esmeralda County School District Eureka County School District Humboldt County School District Lander County School District Lincoln County School District Lyon County School District Mineral County School District Nye County School District Pershing County School District Storey County School District Washoe County School District White Pine County School District University of Nevada, Reno

World Language Standards Revision Survey Survey posted on the DOE website Survey sent to stakeholders Data collected Positive results

Building on the Past…. Preparing for the Future Julie Lozada-Ocampo, Lyon County School District Nevada World Language Standards

p. 6 of Nevada’s 1998 Foreign Language Standards By the end of Kindergarten, students know and are able to: By the end of Grade 3, students know and are able to do everything required in the previous grades  and:  By the end of Grade 5, students know and are able to do everything required in the previous grades* and: By the end of Grade 8, students know and are able to do everything required in the previous grades* and:  Sing songs.  Follow simple directions.  Name familiar objects.  Use appropriate expressions and gestures of courtesy.  Recognize numbers and counting from 1 to 10.  Count and perform simple arithmetic problems.  Participate in brief guided conversations.  Make simple requests.  Ask and answer simple questions.  Express state of being and feelings.  Use simple commands.  Identify common objects after listening to an oral description.  Tell time.  Use the calendar.  Talk and write about activities of daily life, using memorized phrases, short sentences, numbers, date, time, and other basic thematic vocabulary.  Give and follow simple oral and written instructions and commands. using visual cues when appropriate.  Recognize commonly used verbs and phrases in discussions about past and future events.  Participate in structured conversations on a variety of topics, including state of being and feelings.  Make simple oral and written requests. Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.   Subject to prior experience with foreign language study.

p. 17 of Nevada’s 1998 Foreign Language Standards By the end of first year of high school study, students know and are able to: By the end of second year of high school study, students know and are able to do everything required in the previous year of study and: By the end of fourth year of high school study students know and are able to do everything required in the previous years of study and:  Recognize a sound with its corresponding letter or symbol.  Comprehend written and spoken numbers, dates, times, and other basic thematic vocabulary.  Read and comprehend phrases, short sentences, brief written directions and simple narratives.  Write numbers, dates, times, and other basic thematic vocabulary.  Use familiar thematic words and phrases by performing skits, puppet shows or dialogues.  Read selected materials with a certain degree of fluency, accuracy, intonation and expression.  Use background knowledge to comprehend narratives, personal correspondence and other contextualized print.  Paraphrase or express main ideas of written and spoken material.  Advance from a literal and interpretive comprehension of the foreign language to a more critical appreciation of reading and listening skills.  Comprehend increasingly complex vocabulary.  Understand and paraphrase increasingly complex spoken and written material.  Obtain and analyze information from original materials by using background knowledge and contextual cues. Standard 2: Students understand and interpret written and spoken language on a variety of topics.

Benchmarks: From P. 4 of the Nevada FL Standards (1998)  “The foreign language standards are benchmarked at the following grades: Kindergarten, 3 rd, 5 th, 8 th, 9 th (or first year of high school study), 10 th (or second year of high school study), and 12 th (or fourth year of high school study).” Four Proficiency Levels: From P. 4 of the Nevada FL Standards (1998)  “For each Content Standard in 8 th grade, 1 st, 2 nd, and 4 th year of high school study, the task forces developed Performance Standards with four proficiency levels: Exceeds Standard, Meets Standard, Approaches Standard, and Below Standard. Only the “Meets Standard” is contained in the officially adopted regulations.”

ACTFL National Standards Three modes of communication Interpretive, interpersonal, presentational Practices, products, perspectives “Can do” statements

Correlation of proficiency expectations to hours of language study.

Performance Guidelines

Targeted proficiency levels needed to be tied to time the learner has spent learning the language allowing for varied entry points Stakeholders needed greater specificity for performance tasks and evaluation Stakeholders needed definition of progress along the continuum of language learning Revised standards are user-friendly, immediately valid and reflect the most current educational landscape Reasoning Behind the Revision…

Serving Nevada students via this World Language Standards Revision James Yonder, Washoe County School District Nevada World Language Standards

NSHE and NDOE: “College readiness” means the demonstrated proficiency of a high school graduate to participate and succeed in an academic program learning to completion of a two-year or four-year college degree. ACTFL: The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. Arne Duncan: “Today a world-class education means learning to speak, read, and write languages in addition to English.” Achieve and the Education Trust: “Students need a well-rounded curriculum that also includes courses in science, social studies, arts, and foreign languages.”

Development of the Nevada Academic Standards for World Languages ACTFL World-Readiness Standards for World Languages (2014) Five standard areas (The 5 Cs) Communication Cultures Connections Comparisons Communities

Communication COMMUNICATION Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Interpersonal Communication Interpretive Communication Presentational Communication

Cultures CULTURES Interact with cultural competence and understanding

Connections CONNECTIONS Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. Making connections Acquiring information and diverse perspectives

Comparisons COMPARISONS Develop insight into the nature of language and culture in order to interact with cultural competence Language comparisons Cultural comparisons

Communities COMMUNITIES Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world School and global communities Lifelong learning

District and Statewide Collaboration Develop standards-based units of instruction Develop standards-based performance assessments Ensure a common set of end-of-course expectations across the state that are not tied to specific textbooks or teaching methods Share best practices Assist students in reaching functional levels of proficiency Assist students in developing college and career-readiness skills

Connections and Implementation Ryan Smith, Washoe County School District Nevada World Language Standards

Connections in Revised WL Standards TLC Framework pillars New Learning is connected to Prior Learning and Experience Learning Tasks Have High Cognitive Demand for Diverse Learners Students Engage in Meaning Making through Discourse and Other Strategies Students Engage In Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Assessment is Integrated Into Instruction 21 st Century skills College and Career Ready

Nevada’s Proposed Timeline Review and revision of the World Language standards – January 23-24, 2014 State Superintendent workshop –April 21, 2014 State Board of Education’s workshop – May 2014 State Board of Education’s adoption: June 2014 Implementation of NGSS (initial): Fall 2015 Implementation of NGSS (full): Fall 2016

Questions?

Contact Information André E. DeLeón Education Programs Professional Assessments, Program, Accountability and Curriculum (APAC) Nevada State Department of Education 700 E. 5 th Street; Room 106 Carson City, Nevada